Key Stage 4 Prospectus 2020-2022 - Conyers School
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Key Stage 4 Prospectus 2020-2022
Conyers School
Perseverando
Through perseverance
Dear Student
Congratulations, you have completed almost three years of your Secondary Education and during this
time all students have taken the same courses. As you move into Years 10 and 11, although you will
continue with many of your subjects, you will have a substantial amount of choice.
As you begin the process of choosing your courses for next year, try to remember our school aims and
values.
At Conyers we aim to develop:
● Independent, determined students who will achieve their potential
● Creative, confident learners who will embrace opportunity
● Enthusiastic, empathetic people who will contribute positively to their community
Making wise choices at this stage will increase your chances of achieving these goals.
At this stage, you need to keep as many doors open as possible for future study and future work. For
this reason, your options will be guided to give you as much choice as possible whilst maintaining a
balance of learning experiences. This should ensure that you follow courses which you enjoy and can
succeed at.
Choose wisely and you can look forward to successful learning.
Yours sincerely
Louise Spellman
Headteacher
Headteacher: Louise Spellman Deputy Headteacher: John Downs
Green Lane Yarm Stockton-On-Tees TS15 9ET
Email: conyers@conyers.org.uk Website: www.conyers.org.uk
Tel: 01642 783253 Fax: 01642 783834 Int Tel: #44 1642 783253
Conyers School is a company limited by guarantee (company No. 08366005) and exempt charity registered in England and Wales at
Green Lane, Yarm, Stockton-On-Tees, TS15 9ET VAT No. 155752886
1
CONTENTS
Page Number
Introduction by the Headteacher 1
The National Curriculum: Key Stage 4 (Years 10 and 11) 3
The Conyers Option Choice Programme 4
Things to think about 5
The Core Curriculum 6
Expectations 7
Careers Education and Guidance 8
Subject information (alphabetical order) 9-31
Beyond Key Stage 4 32
Student Achievements 33
Headteacher : Louise Spellman
Deputy Headteacher : John Downs
SEN Coordinator : Claire Pack
Pastoral Managers : Michelle Temel/Ian Livesey
Careers Officer : Jo Croft
CEIAG Curriculum Coordinator : Luke Matterson
KS3 Progress Leader : Emily Richardson
Director of Systems : Chris Coleman
2
OVERVIEW OF THE NATIONAL CURRICULUM: KEY STAGE 4 (YEARS 10 AND 11)
Students in Years 10 and 11 are usually between the ages of 14 and 16 years old. At the end of Key
Stage 4, most students sit national examinations, usually GCSEs or technical qualifications.
A wide range of exciting curriculum choices is available for all students from Year 9. These
opportunities are continually developed in order to appeal to students’ strengths and interests, and to
enable progression across Years 9 to 11, and beyond.
When considering their many options, students should gather as much information as possible and
carefully consider the views of their teachers and parents/carers. Students will be helped to think
about their future plans and aspirations, and these should inform their choices.
Many changes have been introduced to the qualification and examination systems in England over the
last three years that affect all students and have implications for study at Key Stage 4. Changes relate
to grades, subject content and the timing and content of public examinations.
All our GCSEs and Technical qualifications are Level 2 courses and therefore have equal value when
young people are applying for higher level courses, apprenticeships or work with training. Technical
qualifications have been developed with employers. The main features are highlighted in these tables.
GCSE
Subjects All subjects except ICT, Health & Social Care and Travel & Tourism
Assessment Assessed entirely through end of course examinations except for Art, Computing,
Drama, Engineering, Food, Music, PE, Resistant Materials and Textiles
Grades U, 1-9 with Grade 1 roughly equivalent to a G, Grade 4 to a C and Grade 7 to an A.
Grade 5 will be broadly in line with the average performance of 16 year olds in high
performing countries.
Technical Qualifications
Subjects ICT, PE, Business & Enterprise, Health & Social Care and Travel & Tourism
Assessment The majority of your work is assessed by your teacher in your place of study. There
will be one externally assessed unit.
Grades Distinction*, Distinction, Merit, Pass, Level 1, U.
3
THE OPTION CHOICE PROGRAMME
This programme, which runs throughout Year 9, is designed to help students understand the Option
Choice process, make an informed choice based on thorough research and realistic evaluation and
move successfully to the next stage of the learning process.
Autumn Term
Review targets for the year.
Work about Option Choice begins.
Tutorial period about decision making, learning styles and generating career ideas.
ICT project using Careers software to research career pathways.
Tutorial period sessions about the global market.
Spring Term
w/b 20 January Key Stage 4 Prospectus made available electronically to all Year 9 students
4 February Parents’ Consultation Evening with subject teachers plus ‘drop in’ session with
Guidance Staff and a presentation
10 February Option Choice Forms to be submitted online (7 February for skiers)
March onwards Follow up interviews where appropriate
Summer Term
Additional work on job opportunities and changes in working conditions in Humanities lessons.
April/May Students formulate a Career Action Plan during tutorial periods
June/July Students complete End of Key Stage 3 Review
July End of Key Stage 3 Progress Report issued
4
THINGS TO THINK ABOUT
Choosing subjects you are good at and/or those you will enjoy should help to maximise your
chances of success.
● You may consider some subjects to be more important than others at this stage, but think
carefully about whether you are good at them, if you would enjoy them and if you could cope
with studying them for more time during the week.
● You may think that one particular subject or combination of subjects would be of more value to
your future career as you see it at the moment, but remember that people’s ideas about a
career often change as they get older and so do their interests and abilities.
● Find out if your choice of subject will affect your choice of career. If you can make a choice
which will be relevant both to the world of work and your skills, interests and potential qualities,
you should have greater flexibility when planning for the future.
● Do not be influenced too much by the choices made by your friends. You are all individuals and
their choice may not be the right one for you.
● The demands on Key Stage 4 students are considerable and we believe that it is important to
have a variety of learning experiences. When making your choices, we recommend that you
take account of the types of learning involved in each subject.
Finally
● It is important from your point of view that you make the right choice first time round because,
often, teaching groups become so large that no additions to them can be made, and you may
find that your choice will be more restricted at a later stage.
5KEY STAGE 4 - THE CORE CURRICULUM 2020-2022
All students must study the Core Curriculum detailed below.
ENGLISH AND ENGLISH LITERATURE 2 QUALIFICATIONS
Competence in the basic communication skills, i.e. reading, writing, listening and speaking is a
standard requirement for any career, so English forms a part of the Core Curriculum.
MATHEMATICS 1 QUALIFICATION
Mathematics is equally important because it helps you to develop analytical and problem solving
skills and to communicate information through numbers.
SCIENCE 2 OR 3 QUALIFICATIONS
Studying Science helps you to make better sense of the world around you as you investigate,
analyse and evaluate scientific information.
FRENCH 1 QUALIFICATION
We are part of Europe and the European dimension is becoming more important in many aspects of
our lives. The ability to communicate in one of the major European languages cannot be
underestimated.
RELIGIOUS EDUCATION 1 QUALIFICATION
This course will provide an opportunity to consider ethical and moral issues and to examine different
points of view before drawing your own conclusions and arguing your case. The GCSE course
began in Year 9.
PHYSICAL EDUCATION NON EXAMINATION
Develop your skills through a programme of games and physical activities, as well as enjoying
yourself and gaining some much needed recreation. You will choose one option per half term, so
there will be plenty of variety.
PERSONAL, SOCIAL AND HEALTH EDUCATION/CITIZENSHIP NON EXAMINATION
An opportunity to develop your personal qualities, skills and abilities and become more aware of their
value. This course will include modules about health, enterprise, citizenship and careers education
and guidance. You will gain an awareness of how our society works and some of the issues which
confront us. The course is delivered during tutorial periods and on Focus Days.
6KEY STAGE 4 – EXPECTATIONS
As young people grow older, they expect to have greater freedom and to be treated in a more adult
way. However, with freedom comes responsibilities, and you will find that communities have certain
expectations of their members.
In Key Stage 4, we will expect you to take greater responsibility for your own learning and to:-
● show commitment and make an effort to do justice to your ability;
● behave responsibly by taking an active part in lessons and group work;
● spend more time on homework and use it to improve your learning;
● use your time constructively and complete assigned tasks on time;
● make the most of opportunities to acquire and develop new skills.
You can expect us to:-
● offer a wide range of educational opportunities;
● set homework to reinforce what you have learned in class;
● monitor your progress regularly and suggest ways in which you can improve your learning;
● help you to deal with anything that might affect your progress;
● encourage you to achieve and fulfil your potential.
7CAREERS EDUCATION AND GUIDANCE
Careers Education, Information, Advice and Guidance is a continuing process aimed at enabling
students to move successfully from one stage of education, training or employment to the next, as a
result of them making and implementing well informed realistic decisions.
It involves equipping individuals to take advantage of opportunities to develop their skills and abilities
and encouraging them to recognise their capabilities. They can then set themselves targets, review
their progress regularly and take appropriate action to achieve their goals, and maximise their chances
of success.
Although we will not tell students what to choose, we will hopefully prompt them to make well informed
realistic decisions, based on thorough research and evaluation. They will be provided with the
information, advice and guidance each of them needs so that they are well placed to pursue their
particular aspirations, and become effective planners and managers of their own career pathways
through learning and work.
The CEIAG programme meets the requirements of the DCSF National Framework for CEIAG 11-19 in
England and scores well against the Gatsby benchmarks*. We work with a variety of agencies within
the Tees Valley Careers Hub, including Tees Valley Combined Authority, to enable us to provide high
quality CIAG. Students take part in a wide range of activities that provide Careers Education,
Information, Advice and Guidance, and work related learning.
Every effort is made to ensure that there is progression through each Key Stage and that the
programme and activities meet the needs of individual learners, appropriate to their level of career
learning, planning and development. Form tutors, whom the students know well, deliver specific
modules.
Students are encouraged to be pro-active and enterprising in their career exploration by applying what
they have learned and using these resources in their own time, as well as in lessons. Fliers, posters
and notices are displayed in classrooms and on the Year and CEIAG noticeboards to remind them
about important points. We also encourage students to discuss what they are doing with their parents
and inform them of CEIAG events to which they are invited.
Whilst we try hard to anticipate our students’ needs, we are not mind readers. We do expect them to
show initiative and take responsibility for their own learning by asking their tutor if they need help with
any of the CEIAG activities, and talking to Mrs Croft if they need additional information, advice or
guidance.
The programme is reviewed annually so parents or students who have concerns or suggestions should
contact Mr Matterson in the first instance.
More information is available from Conyers School website –
http://www.conyers.org.uk/parents/careers-information-advice-guidance/
Visit the National Careers Service website - www.nationalcareersservice.direct.gov.uk
The Careers and Enterprise Company on the Gatsby benchmarks –
https://www.careersandenterprise.co.uk/schools-colleges/understand-gatsby-benchmarks
8SUBJECT INFORMATION
The following section contains subject information listed in
alphabetical order
REMINDER
Make sure you understand :-
● what will be expected of you;
● the type of work you will have to do;
● whether there is a coursework element in the subjects you choose.
9Art and Design Subject Leader : Miss J Taylor
Introduction to Course
Art and Design is primarily concerned with the visual and tactile modes of expression through drawing, mixed media
and painting. It offers a unique vehicle for self-expression, encouraging the ability to observe, select and interpret
with imagination, feeling and understanding through self-developed sketchbook work. This is a broadly based course
covering Drawing and Painting, Textiles, Three Dimensional Studies, Mixed Media, Printmaking and Digital
Photography. Students will require an art pack which is purchased through school.
The lesson time develops workshops to show students new methods and techniques and give them support.
Homework is set regularly and is essential for coursework (twice a week or half an hour per night) to show
observational skills or to develop research linking with the theme.
Skills
Students will develop confidence to experiment with new materials and ideas in an inventive way, to acquire the
desired result through layering materials. They will gain the ability to observe and record from direct observation,
relate to personal experiences, look at the environment and objects of relevance using photography. Students will
achieve awareness and appreciation of relationships between Art and Design within the historical, social and
environmental context within their own work, as well as building creative concepts and ideas to provide skills for work.
Units or course structure
Students develop individual work, looking at :
Thematic work – students have opportunities to research and develop their ideas, making reference to artists before
bringing work to a conclusion in the form of a final piece.
Cultural and natural forms (material based) – exploring practical materials. Investigating processes and techniques
supported by reference to work of other artists.
Critical and contextual – respond through drawings and other visuals to the work of past or contemporary
artists. Showing understanding and the importance of context in the development of work through bringing in artist
styles within your own ideas.
In addition, key features of the course are :
Visits – gallery visit and pizza night in Newcastle, Creative Arts weekend in London, working with an artist
Examination preparation – February 2020
Exhibition – final showing portfolio of work in June of Year 11
Assessment
Continuous target setting in sketchbooks, through verbal feedback and individual tutorials.
Projects handed in on a termly basis for marking; students will have deadline dates to meet.
Assessment of coursework using GCSE criteria checklists, including 4 assessment objectives and evidence of a 42
hour portfolio showing a range of work and research.
Edexcel Syllabus Terminal Examination 40% held in May – 2 days/10 hours.
10Business GCSE Subject Leader : Mrs G Lawrence
Introduction to Course
GCSE Business provides an in depth and comprehensive coverage of the main aspects of business and
business activity. By the end of the 2 year course, students should have an understanding of the internal
workings of a range of business organisations, why businesses exist, how businesses make decisions, the
external influences on business decision making, as well as the components that need to be in place to
enable a business to be successful.
Skills
The course involves students using a wide range of written, spoken and numerical skills when looking at the
operation of small and large businesses. GCSE Business should help students gain a real understanding of
how businesses make decisions about a whole range of issues. There are case studies and practical
problems to solve, encouraging students to develop sound business judgement that proves invaluable in the
working environment.
Units or course structure
The course consists of 6 main themes of study.
Themes
● Businesses in the real world – how and why businesses exist, what structure to take, how to plan a
successful business and how to expand your business.
● Marketing – Pricing, promotion, advertising, place, distribution, product, product development.
● Finance – Costs, revenue, profit, break even, balance sheets, cash flow, profit and loss accounts.
● Production – Quality, stock control, methods of production, impact of new technology.
● People in Organisations – Recruitment, selection, motivation, employment legislation.
● Influences on business – The economic climate, ethical issues and how laws affect businesses.
Assessment
Paper 1: Influences of operations and HRM on business activity. 50%
Paper 2: Influences of marketing and finance on business activity. 50%
11OCR Cambridge Nationals in Creative iMedia Subject Leader : Mr C Rance
Introduction to Course
These qualifications will assess the application of creative media skills through their practical use. They will
provide learners with essential knowledge, transferable skills and tools to improve their learning in other
subjects with the aims of enhancing their employability when they leave education, contributing to their
personal development and future economic well-being. The qualifications will encourage independence,
creativity and awareness of the digital media sector.
Skills
The Cambridge Nationals in Creative iMedia will equip learners with a range of creative media skills and provide
opportunities to develop, in context, desirable, transferable skills such as research, planning, and review, working with
others and communicating creative concepts effectively. Through the use of these skills, learners will ultimately be
creating fit-for-purpose creative media products.
Units or course
R081: Pre-production skills
Planning is an essential part of working in the creative and digital media sector. This unit will enable learners to acquire
the underpinning knowledge and skills needed to create digital media products and gain an understanding of their
application.
R082: Creating digital graphics
The aim of this unit is for learners to understand the basics of digital graphics editing for the creative and digital media
sector. They will learn where and why digital graphics are used and what techniques are involved in their creation. This
unit will develop learners’ understanding of the client brief, time frames, deadlines and preparation techniques as part
of the planning and creation process.
R085: Creating a multipage website
This unit will enable learners to understand the basics of creating multipage websites. It will enable learners to
demonstrate their creativity by combining components to create a functional, intuitive and aesthetically pleasing
website. It will allow them to interpret a client brief and to use planning and preparation techniques when developing a
multipage website.
Unit R087: Creating interactive multimedia products
This unit will enable learners to understand the basics of interactive multimedia products for the creative and digital
media sector. They will learn where and why interactive multimedia is used and what features are needed for a given
purpose. It will enable them to interpret a client brief, and to use time frames, deadlines and preparation techniques as
part of the planning and creation process when creating an interactive multimedia product.
Assessment
Assessment Unit R081 - Understanding tools, techniques, methods and processes for technological solutions. External
examination – 75 Minutes
Assessment Unit R082 Creating digital graphics / R085 Creating a multipage website / R087 Creating interactive
multimedia products – Centre assessed task
12Computing Subject Leader : Mr C Rance
Introduction to Course
We are living in the midst of a revolution powered by computers. This revolution has invaded all aspects of
society. It is a communication revolution, a transportation revolution, a medical revolution, an entertainment
revolution. Central to all of these things we take for granted are computers: hardware, software and
innovative applications.
Computing links in with many subjects and future careers such as Artificial Intelligence, Engineering,
Computer Forensics, Data Science, Computer Game Design, Animations, Web Design, Business … the list
could go on and on. Students armed with the skill of Computing will find many future doors open based on
the skills they will learn and that can be applied for the rest of their lives.
Skills
By the end of the course students will be able to:
● Understand and apply the fundamental principles and concepts of Computer Science, including integral
skills required for all aspects of life such as abstraction, decomposition, logic, algorithms and data
representation.
● Analyse problems in computational terms through practical experience of solving such problems,
including designing, writing and debugging programs. These skills are not only sought after in the
computing industries but across a wide range of careers.
● Thinking ‘outside the box’ by applying creatively, innovatively, analytically, logically and critically thinking
to solve real world problems.
● Understand the components that make up digital systems, and how they communicate with one another
and with other systems.
● Understand the impacts of digital technology on the individual and on wider society including analysing
legislation and ethical implications surrounding technologies. These matters are at the forefront of world
news.
● Apply mathematical skills relevant to Computer Science such as Binary and Hexadecimal.
Units or course
structureSystems: This component will introduce learners to the Central Processing Unit (CPU), computer
Computer
memory and storage, wired and wireless networks, network topologies, system security and system software.
Computational thinking has become a buzz word around industries, this applies critical problem solving and creativity
to the design of solutions to current problems and problems that haven’t even been though of yet. Learners will also be
introduced to algorithms and programming, using a suite of programming languages including HTML, Visual Basic,
Python and JavaScript.
Learning about programming techniques – Students will develop robust programs fulfilling given requirements. The
journey will take students through computational logic, translators and facilities of computing languages and data
representation. Learners will also become familiar with computing related mathematics.
Programming project – Students will be given a series of problems that they will have to apply all elements of
Computational thinking to help produce a creative yet efficient programming solution ensuring they meet to
needs of the client/requirements.
Assessment
Computer Systems – 1 hour and 30 minutes Written paper
Computational thinking, algorithms and programming – 1 hour and 30 minutes Written paper
Programming project – Centre Assessed task
13Design Technology: Materials Subject Leader : Mr M Lonsdale
Subject Teacher: Mr M Lonsdale
Introduction to Course
Everybody is creative, regardless of ability, and Design and Technology encourages students to think
creatively. Students are encouraged to combine practical and technological skills with creative
thinking; designing and making products that meet real life needs. They will learn to think creatively,
independently and solve problems as individuals and members of a team.
Skills
Students will develop creative and innovative skills to produce a series of interesting designs. They will
also gain an understanding of the principal role of designers and product developers, and the use of
appropriate maths and ICT (including CAD/CAM). In addition, they will learn how to be able to select
and use appropriate tools, machines and equipment and to consider solutions to technical problems.
Students will gain a deep understanding of hand tools, machine use, 2D + 3D CAD software, 3D
printing, technical drawing and making skills.
Units or course structure
During Year 10, students will develop their design and make skills through a series of focused practical
tasks, gaining knowledge and understanding in advanced woodwork, metal work, CAD, 3D printing and
technical drawing. The tasks set are progressive and will allow all students to demonstrate their skills.
In Year 11 students will apply their skills to design and make their own fully functioning and usable
product. This will follow the design process of research, designing through CAD and technical drawing,
modelling and making. The second half of year 11 will focus on the exam, which covers all material
areas, with a focus on timbers.
Assessment
Section A: Testing of Knowledge & Understanding
Several making projects specialising in timbers. Written exam 2 hours
How it’s
Theory content covering all material areas, with a focus on 100 marks
Assessed
timbers. 50% of GCSE
Section B: Practical Application: Design & Make a Product (Controlled Assessment)
Design and make a usable product/piece of furniture to fit a 35 hour project
How it’s
design brief. 100 marks
Assessed
50% of GCSE
14Design Technology: Textiles Subject Leader : Mr M Lonsdale
Subject Teacher: Miss C Gibbons
Introduction to Course
Everybody is creative, regardless of ability, and Design Technology: Textiles encourages students to
think creatively. Students are encouraged to combine practical and technological skills with creative
thinking; designing and making products that meet real life needs. They will learn to think creatively,
independently and solve problems as individuals and members of a team.
Design Technology: Textiles students will have the opportunity to develop their skills and knowledge of
textiles and fashion; however, the course is no longer confined to one area, as students will be
encouraged to branch out into wood, metal, electronics, CAD, 3D printing, laser cutting and other
material areas in technology if they wish.
Over the two years, we will enrich the students’ knowledge with visits that are relevant to the current topics.
These include exhibitions, local college degree shows and textile artists’ studios. The course involves both
coursework and a written examination at the end of the two years – this is weighted 50% / 50%.
Skills
Students will develop confidence to experiment with new materials and ideas in an inventive way, to acquire
the desired result. The course will also involve:
● Learning about fibres, fabrics and components.
● Being creative, understanding construction and fabric embellishment.
● Incorporating influences of other Design and Technology subjects to enhance and modernise Textiles.
● Investigating methods to colour, decorate, and stitch textile products.
● Testing, developing and evaluating ideas.
● Being aware of how textile products are manufactured within industry.
● Learning about pattern cutting and garment construction.
Units or course structure
Many textiles technology lessons involve practical work, to explore exciting new textile techniques. You may
work with dyes, fibres, threads, yarns, fabrics and components to add colour, pattern, shape and texture to
design ideas along with woods and electronic components. Textile skills are taught to understand how to
shape and add 3D features and fastening to products. Some lessons will focus on learning about textile
materials and components, involving product analysis. You will need to know about how to use designers’
(past and present) influences and how textile products are manufactured in order to develop their own
successful products and show understanding of the stresses and forces in relation to Science and Maths.
Assessment
Section A: Testing of Knowledge & Understanding
Several making projects specialising in textiles. How it’s Written exam 2 hours
Theory content covering all material areas, with a focus on textiles. Assessed 100 marks - 50% of GCSE
Section B: Practical Application: Design & Make a Product (Controlled Assessment)
Design and make a usable garment/textile product to fit a design brief.
How it’s 35 hour project
Assessed 100 marks - 50% of GCSE
15Drama Subject Leader : Miss H Cullen
Introduction to Course
Students who participate in a GCSE Drama course will find that the skills developed and practised are
invaluable in many areas of employment and further education. Confidence, communication and the ability
to understand another person’s perspective are essential life-skills. Presentation skills, self-motivation and
the ability to work as a fully integrated member of a group are useful in many fields. It is an examination
board requirement that Drama students attend a professional theatre production and several opportunities
will be made to facilitate this.
Skills
Component 1: Students will develop knowledge and Understanding of Drama and Theatre through the study
of a set play and be able to analyse and evaluate the work of live theatre makers.
Component 2: Students will learn how to create and develop ideas to communicate meaning in a devised
theatrical performance and be able to apply theatrical skills to realise artistic intentions in a live
performance.
Component 3: Students will understand how to apply their theatrical skills to realise artistic intentions in a
live performance.
Units or course structure
Component 1 : Understanding of Drama and Theatre - Written Examination: 1 hour 45 minutes
40% of GCSE
Component 2: Devising Drama - Practical Examination - Devised Performance and Devising log
40% of GCSE
Component 3: Texts in Practice - Practical Examination - Performance of 2 extracts from a play
20% of GCSE
Assessment
Component 1 - is a written examination which will take place in the summer term of Year 11.
Component 2 - is a devised performance and a devising log - moderated by examination board.
Component 3 - is a performance of two extracts from one play - marked by external examiner.
16Engineering Subject Leader : Mr M Lonsdale
Subject Teachers: Mr P Hilditch + Miss A Geldart
Introduction to Course
Engineering is an increasingly innovative and exciting area to work in. It affects every aspect of modern
life – from skyscrapers to smart phones, cars to carrier bags. BTEC Tech Award Engineering will
introduce students to a host of new technologies, helping them to gain practical skills and
understanding to inspire a lifelong interest in Engineering. It will particularly appeal to those who enjoy
being creative, with an affinity for drawing, design, Maths and problem solving. The course is a fantastic
foundation to any engineering sector you may wish to move into after school, with a direct link to KS5
BTEC Engineering at Conyers.
Skills
Students will develop creative and innovative Engineering skills to produce a range of manufacturing
outcomes. They will gain an understanding of Engineering and scientific principles, the role of
designers and product developers in Engineering, and the use of appropriate maths and ICT (including
CAD/CAM). In addition, they will learn how to be able to select and use appropriate tools, machines
and equipment and to consider solutions to technical problems.
Students will gain a deep understanding of metal working, machine use (e.g. Engineers Centre Lathe
and Milling Machines), maintenance of mechanical products, 2D + 3D CAD software, 3D printing,
technical drawing and making skills.
Units or course structure
During Year 10, students will complete three assignments, all of which go towards their final grade.
This allows students to spread out their work and take the time over creative problems, as opposed to
one final exam. These three assignments will cover the real world of Engineering, including visits to
NIFCO, Nissan and Caterpillar; designing and making a product though the use of technical drawing,
CAD, 3D printing and metalwork; and finally how to disassemble, maintain and repair a broken product.
In Year 11, students will complete four more assignments, again, all of which go towards their final
grade. This time they will design a replacement part for the product looked at in year 10 using technical
drawing, CAD and modelling skills; Manufacture their replacement part using metal work and machine
skills; redesign an existing product; and finally respond to a problem set by the exam board.
Assessment
Seven assignments spread out over two years (detailed above). Each will go towards their final grade. Each
assignment will have around 6-7 weeks of teaching, investigating and planning time, followed by 4 weeks to
complete.
17English Subject Leader : Dr R Lodge
Introduction to Course
All students study for two GCSEs in English: English Language and English Literature.
English Language involves reading and responding to a range of texts, from websites to novels. Your
writing is assessed in two exams.
In English Literature, you read and respond to a Shakespeare play, a classic novel, a modern play
and a selection of poetry.
Skills
You need to be able to :
● Read with understanding and write your responses to your reading
● Write accurately and creatively
● Speak fluently and listen attentively.
Units or course structure
English Language
Examinations – 2 writing tasks, questions on unseen fiction and non-fiction texts.
English Literature
Examinations – responses to a Shakespeare play, a modern play, a classic novel, a range of poems,
unseen poems
Assessment
English Language
Examination – 2 papers
Speaking and Listening assessment – separate grade awarded
English Literature
Examination – 2 papers
18Food Preparation and Nutrition Subject Leader : Mr D Youngs
Introduction to Course
Please don’t think that choosing Food Nutrition and Preparation is an option for those who want only to
be a cook or a chef. This is not the case. Obviously, if you want to pursue this type of career then you
will most definitely develop the necessary cooking skills on this course. However, Food Nutrition and
Preparation is more than just cooking. This is a NEW and exciting course where you will learn about
Food Nutrition & Health, Diets, Food Choice, Food Safety and Food Science. This subject is linked to
many careers in Food Nutrition, Dietetics, Food Product Development, Food Marketing – the list goes
on.
Lessons will be Practical and Theory based. You will spend 50% of your time developing your practical
preparation and cooking skills and 50% developing your knowledge and understanding of the
theoretical elements.
Skills
● To learn about foods, ingredients, processes and techniques.
● To experiment, investigate and test food products.
● To be creative and develop new products.
● To build high level preparation and cooking skills
● To build knowledge and understanding of nutrition and health
Units or course structure
Year 10 - The specification is delivered through preparation and making (cooking) activities. Students
will learn theory and practice to apply their understanding of food and nutrition to practical preparation
and cooking.
Year 11 – Using Knowledge and understanding of the subject, pupils will carry our 2 assessment tasks.
● Task 1 – Food investigation
● Task 2 – Food Preparation
For each task students will demonstrate and apply knowledge and understanding of food nutrition,
cooking and preparation. Students will then carry out practical work showing their planning,
preparation and cooking skills. A written report of the products will then be evaluated showing different
aspects of nutrition, food, cooking and preparation.
Units or course structure
The non-examined assessments comprise of
• Food Investigation Task - worth 15% of the qualification
• Food Preparation Task - worth 35% of the qualification
The written examination is worth 50% of the Qualification
19Physical Education (GCSE) Subject Leader : Mrs R Lilley
Introduction to Course
This course should appeal to those who are interested in developing their knowledge in healthy
lifestyles and exercise. Key aspects of the course are that students understand how physical activity
and exercise contributes to being healthy, along with how different physiological systems support the
body in growth, development and sporting performance. The qualification consists of a practical and a
theoretical exam.
It is important to note that the choices between GCSE PE and BTEC SPORT will depend upon the
students’ practical ability. This can be discussed with the student’s PE teacher.
Skills
Students will require the following skills: High level of practical performance, leadership,
communication, organisation, time management, ICT, research, independent learning.
Units or course structure
Students will study GCSE PE both theoretically and practically. This is weighted with 60% of the
overall qualification being made up from the theory work with 40% achieved through the practical exam.
Students will cover theory work in conjunction with practical lessons. During this time students will
learn:
● How a lifestyle contributes positively to physical, mental and social well-being
● Regular exercise habits and physical activity is what makes a healthy active lifestyle.
● The impact physical activity and exercise has on the cardiovascular, respiratory, muscular and
skeletal systems. How lifestyle choices (diet, drugs and alcohol) affect the body systems and
fitness.
● How different training types can impact on the body and improve aspects of fitness
Students will be graded in sports across the two years in preparation for their final exam
Assessment
The Theory of Physical Education (60%)
Students will study:
● The Human Body and Movement in physical activity
● Socio-Cultural influences and well-being in physical activity and sport
This is assessed in 2 written examinations both that are one hour and fifteen minutes long which
include multiple-choice, short answer and longer answer questions.
Performance in Physical Education (40%)
Students will be graded in a range of sports across the two years, in the exam they will participate in
their best three, one of which has to be a team and one an individual sport. Students can be assessed
in sports in and out of school.
20Physical Education (BTEC Sport) Subject Leader : Mrs R Lilley
Introduction to Course
The BTEC Level 1/Level 2 First Award in Sport has been designed to provide an engaging introduction to
the world of sport. The qualification builds on learning from Key Stage 3 for those who may wish to explore
a vocational route throughout Key Stage 4. It also provides a good introduction to Sport for learners who
progress into vocational post-16 education. It is important to note that the choices between GCSE PE and
BTEC Sport will depend upon the students’ practical ability. This can be discussed with the students’ PE
teacher.
Skills
Students will require the following skills:
● Leadership
● Independence
● Communication
● Organisation
● Time Management
● ICT Skills
● Independent Learning
● Research skills
Units or course structure
Students will study BTEC First Award theoretically, with only one unit being taught practically. Within the two years,
students will complete several units. Within these units, students will cover:
● A healthy active lifestyle and the contribution to physical, mental and social well being
● The importance of an active lifestyle and research to evolve lifestyles over time
● How training types can impact the body and improve aspects of fitness
● Sports leadership and leadership coaching
● Psychological mindset of the performer and how varying sporting situations affect this
● Strategies to cope with sports psychology and the demands sport entails
Assessment
There are two assessment methods, one external (exam based) and three internal (assignments). Internal
assignments can be written, verbal or practical. These will be set by the PE department.
1. Fitness for Sport and Exercise – External – this is a computer based, 1 hour exam
2. Practical Sports Performance – Internal – assignments based
Students will then study two of the following units, which are internally assessed.
1. The Mind and Sports Performance
2. The Sports Performer in Action
3. Training for Personal Fitness
4. Leading Sports Activities
21Geography Subject Leader : Mr S Pickering
Introduction to Course
GCSE Geography studies the birth of the human and natural environment. At GCSE level, it is a
qualification for most jobs and there are many careers where it is a distinct help, e.g. town and country
planning, selling and marketing, tourism, conservation and environmental management
etc. Geography helps you to keep career options open as it is regarded as being both an arts and
science subject with many links to other GCSE courses, avoiding the problems of over-specialisation
up to and beyond advanced level courses. Conyers Geography students have been incredibly
successful and really enjoyed the course!
Skills
Candidates are required to develop a range of skills:
● Basic skills – literacy, numeracy etc.
● Cartographic skills – OS Mapping, atlas interpretation, sketch mapping.
● Graphical skills – construct and interpret a variety of graphs.
● Geographical enquiry and research skills – hypothesis testing, collecting, recording, presenting,
analysis, concluding, evaluating.
Key skills – working with others, problem solving etc.
Units or course structure
We study a balanced mix of human and physical geography topics, along with geographical skills and issue
evaluation. These include:
● Human Geography: Urban Issues and Challenges, Changing Economic World and Resource
Management
● Physical Geography – Coastal Landscapes, River Landscapes, Natural Hazards and the Living
World
Fieldwork requirement: Students must complete a minimum of two fieldwork experiences, at
Conyers we offer three as we feel fieldwork is a vital part of Geography. There is no coursework
requirement.
You will go on the following trips:
● Newcastle – Urban Change and Migration
● North York Moors – River Landscapes (you’ll need your wellies!)
22Health and Social Care Subject Leader : Miss S Bray
Introduction to Course
This is an exciting course that allows students to gain knowledge and understanding of the Health and Social Care
sector. If you are interested in working with people, or want to care for and help others, this may be the course for
you. This new BTEC course gives you the background knowledge and skills needed by anyone considering working
with people and is a good way to develop transferable skills.
Skills
As the BTEC Health and Social Care is a practical introduction to life and work in the sector, students will:
● Develop their knowledge and understanding of the health and care sector
● Appreciate the importance of care values
● Complete practical work, using and developing communication skills
● Apply their knowledge to real life scenarios
Units or course structure
The course has two internally assessed components, and one that's externally assessed.
Component 1– Human Lifespan Development (weighting 30%)
Aim: Understand how we grow and develop throughout our lives.
Assessment: Internally assessed assignment
During Component 1 students will:
● Explore how individuals develop physically, emotionally, socially and intellectually over time
● Investigate how various factors, events and choices may impact on individuals' growth and development
● Discover how people adapt to life events and cope with making changes
Component 2 - Health and Social Care Services and Values (weighting 30%)
Aim: Get to know how the Health and Social Care sector works and the care values that underpin it
Assessment: Internally assessed assignment
During Component 2 students will:
● Learn which health and social care services are available
● Identify why people might need to use these services
● Discover who's involved in providing these services
● Explore what might stop people from accessing the services they need
● Look at the care values the sector has to make sure people get the care and protection they need
Component 3 - Health and Wellbeing (weighting 40%)
Aim: Help improve someone's health and wellbeing
Assessment: externally assessed task, which students create a health and wellbeing improvement plan for someone
based on a brief
Students will:
● Learn what being healthy means to different people
● Explore the different factors that might influence health and wellbeing
● Identify key health indicators
This is a fantastic course for students that open up many different options for progression.
23History Subject Leader : Mr H Sandhu
Introduction to Course
This History course gives students the opportunity to study some of the defining moments in British and
world history, studying in depth many of the key events that have shaped the world we live in. We believe in
the importance of learning from history which is why we have specifically chosen a GCSE course that
enables students to study different aspects of the past, so they can engage with key issues such as conflict,
understand what drives change and how the past influences the present.
As one of the key individuals studied within our course put it, “We are not makers of history.
We are made by history.” (Martin Luther King)
Skills
The course will develop not only your knowledge and understanding of history, but will also equip you with some of the
most valuable academic skills, preparing you very well for any future study path you wish to pursue. Skills specific to
this course include:
● investigative and research skills
● analytical skills
● key communication skills, both written and verbal
● the ability to form informed and well developed opinions on key issues
● the ability to understand a range of arguments and to arrive at judgements and conclusions of your own
● the ability to use evidence and examples to support your arguments, problem solving and case building etc.
Further study:
This GCSE course opens doors to numerous avenues post-16 with many of our students using their GCSE in History
as a foundation for Advanced Level study (A-Levels) before going onto University to study a range of courses
including most popularly, History, Law, Politics, International Relations, Education and Business and Finance. Equally
many of our GCSE students will go on to study a variety of alternative Level 3 qualifications post-16, and find much
success in these areas, moving directly into work or further training thereafter.
Units or course structure
Paper 1: Understanding the modern world
− Topic 1: America 1920–1973: Opportunity and inequality
− Topic 2: Europe 1918–1939: Conflict and tension
Paper 2: Shaping the Nation
− Topic 1: Britain, medicine, health and the people: c1000 to the present day
− Topic 2: Tudor Elizabethan England, c1568–1603
Assessment
Paper 1 Examination – 1h 45 mins. 50% At the end of Year 11
(10 exam questions to answer, plus 4 marks for SPaG)
Paper 2 Examination – 1h 45 mins. 50% At the end of Year 11
(8 exam questions to answer, plus 4 marks for SPaG)
24Mathematics Subject Leader : Mr S Clayton
Introduction to Course
Mathematics is not just about ‘working out calculations’, although that is an important
aspect. Employers and colleges/universities want you to have GCSE Mathematics because it shows
that you can think logically, see your way through a problem and deal with abstraction. It also shows
that you can remember key facts and apply them to new situations/questions. These are important
skills for almost any future career or course of study.
Skills
● Apply mathematical knowledge and understanding to solve problems
● Think and communicate mathematically – precisely, logically and creatively
● Apply mathematical concepts to situations arising in their own lives
● Acquire the skills needed to use technology such as calculators and computers effectively
● Acquire a firm foundation for further study
Units or course structure
All students will follow an updated GCSE Mathematics course, with a strong emphasis on ‘functional’
skills. There will be regular end of topic reviews and termly internal assessments. The GCSE
Mathematics course is linear, with an examination at the end of the course in Year 11.
Assessment
There is no coursework.
There are two tiers, Foundation and Higher, and students will follow the course best suited to their
ability.
Assessment is via three papers, one non-calculator and two calculator, taken at the end of the course.
25Modern Foreign Language - French Subject Leader : Mrs H Tatham
Introduction to Course
GCSE French aims to ensure that students continue to enhance their language learning, growing in confidence in
French and enjoying success. In today’s global world, knowledge of a modern foreign language will give students a
significant competitive edge in the job market. In addition to being a gateway to more interesting jobs, knowledge of
another language also helps with problem solving, analysing, communication, cross-curricular skills and tolerance.
GCSE French is an exciting and interesting course which is compulsory for all students currently studying French in
Year 9. Students already on the Fast Track course of study complete their GCSE in French at the end of Year 9, and
their GCSE in German at the end of Year 11.
Skills
Students will continue to build upon the four key skill areas of Listening, Reading, Speaking and Writing, which will be
put into context through interesting topics such as free time, technology, festivals, holidays, the world of work and
social issues. In addition, students will also have the opportunity to develop important skills such as ICT,
communication, group and pair work, citizenship, literacy and grammar.
Course structure
Students will use their knowledge from Key Stage 3 and build on this to learn about areas and issues that affect their
age group, both in the UK and Francophone countries.
Topics covered will include :
Identity and culture
Local, national, international and global areas of interest
Current and future study and employment
Assessment
GCSE French has a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9). Students must take all four question
papers at the same tier at the end of Year 11.
Paper One: Listening 25% of GCSE
Paper Two: Speaking 25% of GCSE
Paper Three: Reading (including translation) into English 25% of GCSE
Paper Four: Writing (including translation) into French 25% of GCSE
26Modern Foreign Language - Spanish Subject Leader : Mrs H Tatham
Introduction to Course
This year we are thrilled to be able to introduce GCSE Spanish as an optional subject, offering keen linguists the
opportunity to gain a second foreign language GCSE. No prior knowledge of Spanish is required as students will
develop their linguistic skills over two years to be able to communicate in the language and understand it to a high
level.
Spanish is the second most widely spoken language in the world with more people speaking Spanish as their first
language than English. It is spoken in over 40 countries worldwide and in the USA nearly 15% of the population speak
Spanish as their first language. Although challenging, this is an extremely interesting and rewarding course which
opens up opportunities for students to communicate and work in the Spanish speaking world in the future. Learning
about both Spanish and Latin American culture and society is fascinating and Latin America is now emerging as one of
the global markets of the 21st century.
Skills
Students will begin by learning the basics in Spanish and build on these; focussing on listening, reading, speaking and
writing skills, which will be put into context through interesting topics such as free time, technology, festivals, holidays,
the world of work and social issues. In addition, students will also have the opportunity to enhance important skills
such as ICT, communication, group and pair work, citizenship, literacy and grammar.
Course structure
Students will learn about areas and issues that affect their age group, both in the UK and Hispanic countries.
Topics covered will include :
Identity and culture
Local, national, international and global areas of interest
Current and future study and employment
Assessment
GCSE Spanish has a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9). Students must take all four
question papers at the same tier at the end of Year 11.
Paper One: Listening 25% of GCSE
Paper Two: Speaking 25% of GCSE
Paper Three: Reading (including translation) into English 25% of GCSE
Paper Four: Writing (including translation) into Spanish 25% of GCSE
27Music Subject Leader : Mr J Dunn
Introduction to Course
This course is designed to offer students exciting new opportunities to enjoy and appreciate the
benefits of being involved in playing music, making music and understanding music. Through
integrating music technology, students will acquire the necessary skills to realise their own creative
ideas in a musical style which suits them. Sufficient performance skills are essential however they will
be developed further throughout the course.
Skills
● To use key music vocabulary when analysing and appraising music
● To understand and appreciate music from a wide range of styles and cultures
● To compose music to a given brief and within a specific style
● To be able to express your own thoughts and ideas through a piece of original music
● To effectively compose music using a wide range of compositional devices
● To perform accurately and confidently on your instrument
● Working with and valuing others, with an ability to create and develop ideas within an ensemble
● To be able to express compositional ideas using the latest music software
Units or course structure
Component 1 - Performing
Students perform a minimum of two pieces, one of which must be with an ensemble. Students are
expected to perform around Grades 2/3 and can use Music Technology if required. You do not have to
be able to read music for these performances as they can be learnt by ear or through tutorials.
Component 2 - Composing Music
Students compose two pieces of music, one which is free and can be in any style whilst the other is in
response to a brief set by the exam board.
Component 3 – Listening and Appraising
Students sit a listening exam in Year 11 consisting of eight questions. Students must be able to analyse
pieces of music which fall within the four areas of study - AoS1: The Western Classical Tradition, AoS2:
Music for Ensemble, AoS3: Film Music and AoS4: Popular Music
Assessment
Component 1: Performing 30%
Component 2: Composing 30%
Component 3: Listening and Appraising 40%
28Religious Education Subject Leader : Mrs J Hawthorne
Introduction to Course
Religious Education is one of the core subjects studied by all students. Students started the GCSE
Religious Education course in Year 9.
Skills
Learning about and learning from religion.
Using subject specific language and keywords.
Applying knowledge and understanding to a range of sensitive issues.
Developing critical thinking, reasoning and evaluation skills.
Showing sensitivity and empathy in decision making whilst appreciating the views of others.
Units or course structure
The course will look at the following topics and encourage students to formulate and evaluate opinions on
the units of study below :-
Paper 1 –THE STUDY OF RELIGIONS
Beliefs and Teachings and Practices of Christianity and Islam
Paper 2 – THEMES
Relationships and Families, Religion and Life, Religion and Peace and Conflict, Religion and Crime and
Punishment
Assessment
AQA Specification A
Two 1 hour 45 minute exams each worth 50% of final grade. (Assessments both at the end of Year 11).
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